I have been using LLMs for my own education since they came out and have watched my kid use it.

Some kids might pickup a calculator and then use it to see geometric growth, or look for interesting repeating patterns of numbers.

Another kid might just use it to get their homework done faster and then run outside and play.

The second kid isn't learning more via the use of the tool.

So the paper warns that the use of LLMs doesn't necessarily change what the student is interested in and how they are motivated. That we might need to put in checks for how the tool is being used into the tool to reduce the impact of scenario 2.